1. What is the full, official (Italian) title of L Orfeo? Who composed the music? Who wrote the libretto?

Size: px
Start display at page:

Download "1. What is the full, official (Italian) title of L Orfeo? Who composed the music? Who wrote the libretto?"

Transcription

1 LB-51: First Nights A. Allen Fall 2006 Assignment I: L Orfeo Worksheet Answer each of the following questions in the space provided. Often, you ll just report what you find on the website, in the book or sourcebook that s fine. You may need to consult some of the tutorials on the website so you can fully understand some of the questions. It will take a lot of time to do this worksheet, but realize that it s important to really jump in and start learning some terminology and music. You are welcome (and encouraged!) to work with your classmates. The goal is to get you thinking about many aspects of the opera that you may not have considered; thus, it should prepare you for the midterm and your first paper. We will briefly discuss this in our second section meeting, but it will not be due until your third sectioning meeting. 1. What is the full, official (Italian) title of L Orfeo? Who composed the music? Who wrote the libretto? L Orfeo, Favola in Musica. Claudio Monteverdi was the composer. Alessandro Striggio was the librettist. 2. When and where was L Orfeo first performed? In whose residence? For which learned academy? Saturday, February 24, 1607, in the camere lunghe of Duke Vincenzo Gonzaga s palace in Mantua, Italy, before the Accademia degli Invaghiti. 3. What is the main difference between the 1607 libretto, which was used at the first performance, and the libretto published in the score of 1609? The 1607 libretto has a bacchanal ending with a band of angry women attacking Ofreo. The 1609 libretto ends with Apollo flying down and saving Orfeo from his own madness; then they fly up to heaven, and a moresca concludes the production. 4. Much of the information we have about the first performance of L Orfeo comes from the 1607 correspondence between which two men? Francesco Gonzaga and Ferdinando Gonzaga. 5. What is a sinfonia? How many different sinfonias are there in L Orfeo? Provide the page numbers of the original score (i.e., those at the top of the page in the sourcebook) for when each one appears and reappears. (So for Sinfonia 1, you d give all the pages on which it appears, and you d do the same for Sinfonia 2, and so on.) Hint: use the webpage! A Sinfonia is an instrumental introduction to (or postlude to or even interlude in) a vocal work; it is typically unrelated thematically to the music that follows. There are five in L Orfeo: sinfonia 1 p. 26 sinfonia 2 p. 42 sinfonia 3 pp. 47, 68-9, 73 sinfonia 4 pp. 51, 67, 93 sinfonia 5 pp , What is a toccata? Where does it appear in L Orfeo? Typically a short keyboard piece with much improvisation and ornamentation. In L Orfeo, it refers to the trumpet fanfare written in toccata style (mostly because of all the scales) that appears at the very opening; it likely heralded the entrance of the Duke.

2 7. What is a moresca? Where does it appear in L Orfeo? A type of dance in two parts (binary form) often in duple meter. One appears at the very end of the last act of L Orfeo. 8. What is the difference between an opera and an oratorio? Which would L Orfeo be considered? The Messiah? Opera and oratorio both make use of instrumental and vocal music, the latter of which include recitatives, arias and choruses; also, both typically have a dramatic text. Opera, however, uses sets, scenery and costumes, while oratorio does not; moreover, oratorio is more commonly on biblical subjects while opera usually employs secular themes. 9. What is the difference between instrumental and vocal pieces? Is there any crossover between the two? Instrumental pieces do not utilize the human voice, while vocal pieces do. There is crossover between them because vocal pieces usually use instruments to provide contrasting sections (e.g. ritornellos) and accompany the voice. (Occasionally, vocal pieces are a capella, meaning they have no instrumental accompaniment, like the chorus Ahi! Caso acerbo of Act II, p. 40 of the original score.) 10. What is a recitative? Give an example from L Orfeo. Recitative is way of setting text to music; it employs a declamatory style that imitates the rhythms and cadences of speech (so there is usually no set meter, or at least no feeling of a set meter). Typically, only one person sings, and instruments accompany the vocal part and provide harmonic support for the melody. Example: Ahi, caso acerbo sung by Sylvia / Messagiera in Act II. 11. What is an aria? What does strophic mean? Give an example from L Orfeo. An aria is a song for a single vocalist. It is usually strophic, meaning that each verse of text is sung to the same tune). Repeated text, melodic ornamentation, ritornelli and regular meter are often common features. Example: Vi ricorda, o boschi ombrosi sung by Orfeo in Act II. 12. What is a duet? a trio? Give an example of each from L Orfeo. A duet is typically a vocal song (occasionally an instrumental piece) consisting of two melodic lines sung (or played) simultaneously and/or successively, while a trio would have three melodies. Duet Example: Saliam sung by Orfeo and Apollo in Act V. Trio Example: Che poi che nembo sung by the Ninfa and Pastori in Act I. 13. What is a chorus? Give an example (other than Lasciate i monti ) from L Orfeo. A chorus is both a musical piece and the ensemble that sings it. The composition is characterized by having multiple vocal parts (e.g. soprano, alto, tenor and bass) singing simultaneously and/or successively. A chorus appears at the end of each act of L Orfeo to comment on the action (as a Greek chorus did). Example: Ahi! Caso acerbo! sung by the chorus of Ninfe and Pastori (Nymphs and Shepherds) of Act II.

3 14. In the chorus Lasciate i monti, there are two sections demarcated by a change from duple to triple meter. The sections are also distinguished by their contrasting texture. What is texture? What are the two terms used to described the two different textures in Lasciate i monti, and what do they mean? There is a third commonly used term for texture; what is it, and what does it mean? Texture is the way instruments and voices play or sing together. The two textures in Lasciate i monti are polyphonic and homophonic; the former is when melodies (similar and/or dissimilar) sound at different times, while the latter is when the melodies (typically dissimilar) sound at the same time with roughly the same note values (or rhythms). A third term for texture is monophony, which results from only one melody sounding (either in one vocal and/or instrumental part or the same melody in many parts). 15. What are the instruments Monteverdi prescribes in L Orfeo? Provide their names in English and Italian (singular as well as plural when appropriate). The webpage and sourcebook can help you. ITALIAN ENGLISH 2 gravicembano/i [gravicembalo/i] harpsichord/s 2 contrabasso/i de viola double bass viol/s 10 viola/e da brazzo [braccio] violin/s (not modern, but not a viol either) 1 arpa doppia harp 2 violino/i piccolo alla francese kit/s (dancing master s violin) 2 chitarrone/i chitarrone (theorbo-like, a.k.a. lute/s) 2 organo/i di legno small organ/s with wooden pipes 3 basso/i da gamba bass viol/s 4 trombone/i trombone/s 1 regale regal (small organ) 2 cornetto/i cornett/s (not a cornet, a kind of trumpet) 1 flautino alla vigesima seconda sopranino recorder 1 clarino long trumpet, played high 3 tromba/e sordina trumpet/s (muted, no valves) Drums were also likely included, since they typically were used when trumpets were used. N.B. Plural forms terms are given after the slash (/); in Italian, they replace the letter before the slash. 16. Which instruments are associated with the infernal scenes of L Orfeo? Trombones and bass viols especially. Trombones, cornetts and regal are indicated at the opening of Act III. 17. With which instrument is Caronte associated? The regal. 18. Name four of the basso continuo instruments. Do they always play together? Gravicembali, Organi, Chitaroni, Bassi da Gamba. (= Harpsichords, organs, lutes, bass viols.) No, they do not always play together; usually (tho not always) it s a bass instrument plus a chordal instrument, such as a viol and a harpsichord.

4 19. Investigate the bass line of Orfeo s aria Possente spirito and describe what happens to it over the course of the six verses (and beyond). In addition to the opera itself (recording, score, libretto), the webpage has the information you need. The bass line of Possente spirito repeats for most of the six strophes. The pattern of notes G D G F C G D B F G C A G D is repeated in each of the first four strophes with different rhythms; strophe four is interrupted and strophe five is different, while the pattern returns for strophe six. 20. Why does Possente spirito have two lines for Orfeo to sing? Does he sing both? What is the difference between them? Monteverdi provided simple and ornamented melodies for the role of Orfeo. He does not (did not, could not) sing both at the same time. Rather, they were there as a choice. Perhaps at the first performance Rasi took the simple version and ornamented it in the style typical of the time, and so Monteverdi recorded that in the score. Another possibility is that Monteverdi provided the ornamented version as a possible realization. Still another way to interpret it would be that they are two different ways to express musical talent dazzlingly technical (the ornamented version) or intimately passionate (the simple version) and thus there for symbolic value as well as a practical choice. The following are study questions focusing on Act II: 21. How would you describe the ritornelli and the solos and duets of the Pastori that follow (pp )? A more difficult line of questioning: What is the meter here? Does it change in these passages? (Hint: Professor Kelly discussed this bit in lecture.) The first two Pastore solos have the same tune to different words while there are three ritornelli surrounding them: one that precedes the first solo and then is repeated after it (hence between the two solos), and a different one that follows the second solo. The duets are structured similarly: the music is the same in each while the ritornelli differ. The previous ritornello that followed the second solo is repeated again between the duets, and then a new ritornello appears that precedes a third (but different) duet. After that new duet the most recent ritornello is played prior to a piece for the chorus. The series of events could be represented thus: Rit. A Solo Rit A Solo Rit B Duet Rit B Duet Rit C Duet Rit C Chorus... The passages alternate between triple and duple meters, but the difference is subtle because they both are simple meters (i.e. subdivided into two beats). 22. The chorus Dunque fa degni Orfeo follows the repetition of Ritornello is almost entirely homophonic. Which voice carries the melody? Is your ear drawn to any other voice part or instrument? How does this other voice or instrument function within the homophonic texture? The top, or soprano, line carries the melody. (While it may be difficult to pick it out, note that it is the same as the Shepherd s tune that was just heard.) The bass, or bottom, line is also prominent, and it anchors the harmony and acts as a counter to the soprano line. 23. Is Orfeo s song (beginning p. 33) an example of stile recitativo or is it an aria? Why? Vi ricorda is an example of an aria because it is set strophically (i.e. when each verse of text is sung to the same tune), has repeated text, has a mostly regular meter and includes some ornamentation.

5 24. Why is the entry of the Messaggiera (p. 36) so jarring? Consider the text and the dramatic impact of her message. How does Monteverdi create the dramatic shift through music? For the first time, a character sings in the stile recitativo instead of aria or chorus. Her opening note is quite high, and the melody is more angular than what s come before now. The sudden contrast of harpsichord and organ with chitarrone is noteworthy. The lilting triple meter of the Shepherd s singing, which we just heard, is contrasted with the Messaggiera s more speech-like recitativo. 25. At what point in the ensuing passages does Orfeo comprehend that Euridice is dead? How does Monteverdi convey the meaning of the words? After Orfeo has stopped asking questions and Sylvia says La tua diletta sposa è morta to a descending line, Orfeo responds with a profoundly simple statement of Ohime. He sings only two notes (descending a semitone, the smallest regular musical interval), but he holds them each for a long time. It is at that moment that Orfeo comprehends the gravity of Sylvia s message. The contrast between the two voices and the lack of accompaniment for Orfeo places his statement in relief. 26. How is the refrain Ahi! Caso acerbo! first sung by the Messaggiera used throughout the rest of the act? What is the function of the chorus once the message has been delivered? It is later echoed by the Shepherds and chorus (which continues the lamentation and adds commentary). 27. What happens to the score excerpts from Act II on the website section for L Orfeo entitled Playthrough? In particular, why do various parts of the score change color? As the music plays, sections of the score change color (from shaded to clear, and from black to red). The music playing is represented by the music on the page, and the changing colors are meant to guide your eye to the notes representing the sound. Also, the Italian text is simultaneously translated into English. 28. That same section of the score (original pages 35 and 36) has a number of features that are informative. Answer the following based on those pages (and the webpage!): a) On the first staff on page 35, there is a vertical line after 12 notes. What is this line called? A bar line. b) What does Ritornello mean literally in Italian? What does it refer to on page 35? It means little return. It refers to the music that reappears between other contrasting vocal sections (verses) and helps to create a recognizable form. c) What is a sharp? Where on page 35 does one appear (in which measure)? A sharp is a symbol of music notation that indicates the raising of a note by one semitone (the smallest normal musical interval). One appears in the first measure at the top left of the page. (There are others.) d) What is the significance of the dot occurring after a note? It is a symbol of music notation that indicates a lengthening of a note (to which the dot is attached) by one half.

6 e) What is a clef? How many different ones appear on page 35? A clef is a symbol of music notation that indicates where the note middle C is found on the staff. There are four different clefs on page 35. [There are two styles of clef (C and F). While there are five clefs on page 35, only four are different from each other: three of the four are the same figure, but they are found on different staff lines thus signifying different things; two of the five are the same figure and on the same line.] f) What is a custos line? A custos line appears at the very end of most staffs in order to anticipate the first note of that part on the next staff (which is elsewhere on the page or on the following page). It s old-fashioned and not used any more. g) On the bottom, left-hand side of page 35, what does Pastore mean? It refers to the character in the opera, the Shepherd. h) Below the e of Pastore and on the staff next to a note, there is a small figure that resembles a b ; what is it? It is a flat a symbol of music notation that indicates the lowering of a note by one semitone (the smallest normal musical interval). i) Below the a of Pastore there are the numbers 3 and 2; what do they signify? The time signature indicates the number of beats in a measure and the basic unit of one of those beats; thus, there are three half notes in each measure, resulting in triple meter. [The measures here are irregular, however, with some in 3/2 and some in 3/1, with the half and whole notes, respectively, getting the beat.] j) Who is the first character to sing in the stile recitativo? (Hint: It happens on these pages.) The Messaggiera (Sylvia). k) What instruments play when the Messagiera begins to sing? Un organo di legno & un Chit[arrone]. (An organ with wooden pipes and a lute.) l) What does common time refer to? What symbol represents it? It is represented by the symbol C, meaning the meter is duple. m) What is a tie? Draw two examples (i.e., two different kinds) from p. 36. A tie is a symbol of music notation links two notes of the same pitch. [See the ties under the words Ahi! and Qual fuó. ]

1. What is the full, official (Italian) title of L Orfeo? Who composed the music? Who wrote the libretto?

1. What is the full, official (Italian) title of L Orfeo? Who composed the music? Who wrote the libretto? LB-51: First Nights A. Allen Fall 2006 Assignment I: L Orfeo Worksheet Answer each of the following questions in the space provided. Often, you ll just report what you find on the website, in the book

More information

3 against 2. Acciaccatura. Added 6th. Augmentation. Basso continuo

3 against 2. Acciaccatura. Added 6th. Augmentation. Basso continuo 3 against 2 Acciaccatura One line of music may be playing quavers in groups of two whilst at the same time another line of music will be playing triplets. Other note values can be similarly used. An ornament

More information

The Baroque Period. Better known today as the scales of.. A Minor(now with a #7 th note) From this time onwards the Major and Minor Key System ruled.

The Baroque Period. Better known today as the scales of.. A Minor(now with a #7 th note) From this time onwards the Major and Minor Key System ruled. The Baroque Period The Baroque period lasted from approximately 1600 1750 The word Baroque is used to describes the highly ornamented style of fashion, art, architecture and, of course Music. It was during

More information

Baroque Vocal Music. Higher. Written by I. Horning King's Park Secondary School

Baroque Vocal Music. Higher. Written by I. Horning King's Park Secondary School Baroque Vocal Music Higher Baroque 1600-1750 The fashion was for ornamentation everywhere. Musicians adapted the word to describe the musical styles of this time. Sacred music was particularly popular

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

Sgoil Lionacleit. Advanced Higher Music Revision

Sgoil Lionacleit. Advanced Higher Music Revision Sgoil Lionacleit Advanced Higher Music Revision Useful links: http://www.dunblanehsmusic.co.uk/sqa-past-papers.html http://www.educationscotland.gov.uk/nqmusic/advancedhigher/allconcepts.as p HIGHER http://files.snacktools.com/iframes/files.edu.flipsnack.com/iframe/embed.html?hash=fzk52nj1&wmode=opaque&forcewidget=1&t=1457730457

More information

Music in the Baroque Period ( )

Music in the Baroque Period ( ) Music in the Baroque Period (1600 1750) The Renaissance period ushered in the rebirth and rediscovery of the arts such as music, painting, sculpture, and poetry and also saw the beginning of some scientific

More information

Northeast High School AP Music Theory Summer Work Answer Sheet

Northeast High School AP Music Theory Summer Work Answer Sheet Chapter 1 - Musical Symbols Name: Northeast High School AP Music Theory Summer Work Answer Sheet http://john.steffa.net/intrototheory/introduction/chapterindex.html Page 11 1. From the list below, select

More information

MUAR 211 Midterm I Prep. Dido and Aeneas Purcell Texture: imitative polyphony + homophony + word painting (homophonic) Genre: opera Language: English

MUAR 211 Midterm I Prep. Dido and Aeneas Purcell Texture: imitative polyphony + homophony + word painting (homophonic) Genre: opera Language: English Midterm 1 Listening Guide Columba aspexit Hildegard of Bingen Texture: monophonic throughout Genre: plainchant Language: Latin Performance: responsorially Form: AA BB MUAR 211 Midterm I Prep Dame, de qui

More information

Introduction to Music

Introduction to Music Introduction to Music Review Music in Baroque Society Fugue Baroque Dance Concerto Grosso and Ritornello Form Opera an art form in which singers and musicians perform a dramatic work combining text (called

More information

The Classical Period

The Classical Period The Classical Period How to use this presentation Read through all the information on each page. When you see the loudspeaker icon click on it to hear a musical example of the concept described in the

More information

The Baroque Period: The Romantic Era: th & 21st Century Classical Music: 1900-Present day. Course work and revision materials

The Baroque Period: The Romantic Era: th & 21st Century Classical Music: 1900-Present day. Course work and revision materials Course work and revision materials The Baroque Period:1600-1750 The Romantic Era: 1810-1900 20th & 21st Century Classical Music: 1900-Present day www.creativeartsmusic.wordpress.com Name:... Class:...

More information

15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding)

15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding) 15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding) Background information and performance circumstances Arcangelo Corelli (1653 1713) was one of the most

More information

STARTER ACTIVITY OPERA VERSUS ORATORIO

STARTER ACTIVITY OPERA VERSUS ORATORIO THE TWO GREAT O S! STARTER ACTIVITY OPERA VERSUS ORATORIO Watch Video 1 which first shows a performance from an OPERA and then a performance of an ORATORIO. As you watch and listen, note down some similarities

More information

2014 Music Performance GA 3: Aural and written examination

2014 Music Performance GA 3: Aural and written examination 2014 Music Performance GA 3: Aural and written examination GENERAL COMMENTS The format of the 2014 Music Performance examination was consistent with examination specifications and sample material on the

More information

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music. MUSIC THEORY CURRICULUM STANDARDS GRADES 9-12 Content Standard 1.0 Singing Students will sing, alone and with others, a varied repertoire of music. The student will 1.1 Sing simple tonal melodies representing

More information

The Baroque Period: A.D

The Baroque Period: A.D The Baroque Period: 1600-1750 A.D What is the Baroque Era? The Baroque era was a time in history where much of what we know about our surroundings are being discovered. There is more focus on the human

More information

2017 Music. Advanced Higher. Finalised Marking Instructions

2017 Music. Advanced Higher. Finalised Marking Instructions National Qualifications 2017 2017 Music Advanced Higher Finalised Marking Instructions Scottish Qualifications Authority 2017 The information in this publication may be reproduced to support SQA qualifications

More information

Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11

Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11 Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11 Piece Structure Tonality Organisation of Pitch Antonio Vivaldi 1678-1741 Concerto in D minor, Op. 3 No. 11 See separate table for details

More information

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key.

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key. Name: Class: Ostinato An ostinato is a repeated pattern of notes or phrased used within classical music. It can be a repeated melodic phrase or rhythmic pattern. Look below at the musical example below

More information

GCSE Music CPD Resource Booklet

GCSE Music CPD Resource Booklet GCSE Music CPD Resource Booklet Suggested teaching points:- Suggested brief:- Compose a piece of music in binary form to be performed as the opening item at a school concert. Several composers have borrowed

More information

Strathaven Academy Music Department. Advanced Higher Listening Glossary

Strathaven Academy Music Department. Advanced Higher Listening Glossary Strathaven Academy Music Department Advanced Higher Listening Glossary Using this Glossary As an Advanced Higher candidate it is important that your knowledge includes concepts from National 3, National

More information

Ragtime wordsearch. Activity SYNCOPATED B T S A D E T N E C C A G E M F AMERICA Y N O M R A H T N A N I M O D Z SCOTT JOPLIN

Ragtime wordsearch. Activity SYNCOPATED B T S A D E T N E C C A G E M F AMERICA Y N O M R A H T N A N I M O D Z SCOTT JOPLIN page 9 Activity Ragtime wordsearch SYNCOPATED AMERICA SCOTT JOPLIN THEMES RECAPITULATION TONIC HARMONY DOMINANT HARMONY ACCENTED ACCOMPANIMENT THE ENTERTAINER MAPLE LEAF B T S A D E T N E C C A G E M F

More information

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20 ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to

More information

Music Appreciation Final Exam Study Guide

Music Appreciation Final Exam Study Guide Music Appreciation Final Exam Study Guide Music = Sounds that are organized in time. Four Main Properties of Musical Sounds 1.) Pitch (the highness or lowness) 2.) Dynamics (loudness or softness) 3.) Timbre

More information

CLAUDIO MONTEVERDI ORFEO RINALDO ALESSANDRINI TEATRO ALLA SCALA.

CLAUDIO MONTEVERDI ORFEO RINALDO ALESSANDRINI TEATRO ALLA SCALA. CLAUDIO MONTEVERDI ORFEO RINALDO ALESSANDRINI TEATRO ALLA SCALA www.musicom.it ORFEO LISTENING GUIDE Philip Gossett Claudio Monteverdi s first opera, Orfeo, to a libretto by Alessandro Striggio, had its

More information

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.)

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.) Page 1 BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.) Barbershop- (WIKIPEDIA) Barbershop vocal harmony, as codified during the barbershop revival era (1940s-

More information

Introduction to Music Chapter 4 - Music of the Baroque Period ( )

Introduction to Music Chapter 4 - Music of the Baroque Period ( ) Introduction to Music Chapter 4 - Music of the Baroque Period (1600-1750) The term Baroque is used to indicate a particular style in the arts. This style tends to fill space with movement and action. Artists

More information

HOMEWORK CHAPTER Which of the following letter schemes best represents the formal play of a da-capo aria a. AAAAA b. ABCA c. AAB d. ABA e.

HOMEWORK CHAPTER Which of the following letter schemes best represents the formal play of a da-capo aria a. AAAAA b. ABCA c. AAB d. ABA e. Julianne Baird, Music History II HOMEWORK CHAPTER 17 1. Which of the following letter schemes best represents the formal play of a da-capo aria a. AAAAA b. ABCA c. AAB d. ABA e. AABB 2. Which of the following

More information

Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420)

Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420) NCEA Level 3 Making Music (91420) 2013 page 1 of 6 Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420) Evidence Statement ONE (a) (i) (iii) Shenandoah Identifies

More information

Connecticut State Department of Education Music Standards Middle School Grades 6-8

Connecticut State Department of Education Music Standards Middle School Grades 6-8 Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately

More information

Vivaldi: Concerto in D minor, Op. 3 No. 11 (for component 3: Appraising)

Vivaldi: Concerto in D minor, Op. 3 No. 11 (for component 3: Appraising) Vivaldi: Concerto in D minor, Op. 3 No. 11 (for component 3: Appraising) Background information and performance circumstances Antonio Vivaldi (1678 1741) was a leading Italian composer of the Baroque period.

More information

Syllabus List. Beaming. Cadences. Chords. Report selections. ( Syllabus: AP* Music Theory ) Acoustic Grand Piano. Acoustic Snare. Metronome beat sound

Syllabus List. Beaming. Cadences. Chords. Report selections. ( Syllabus: AP* Music Theory ) Acoustic Grand Piano. Acoustic Snare. Metronome beat sound Report selections Syllabus List Syllabus: AP* Music Theory SYLLABUS AP* Music Theory AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse,

More information

Music Theory. Fine Arts Curriculum Framework. Revised 2008

Music Theory. Fine Arts Curriculum Framework. Revised 2008 Music Theory Fine Arts Curriculum Framework Revised 2008 Course Title: Music Theory Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Music Theory Music Theory is a two-semester course

More information

2018 Music. Advanced Higher. Finalised Marking Instructions

2018 Music. Advanced Higher. Finalised Marking Instructions National Qualifications 2018 2018 Music Advanced Higher Finalised Marking Instructions Scottish Qualifications Authority 2018 The information in this publication may be reproduced to support SQA qualifications

More information

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks) Curriculum Mapping Piano and Electronic Keyboard (L) 4204 1-Semester class (18 weeks) Week Week 15 Standar d Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and

More information

34. Weelkes Sing we at pleasure. Background information and performance circumstances

34. Weelkes Sing we at pleasure. Background information and performance circumstances 34. Weelkes Sing we at pleasure (For Unit 3: Developing Musical Understanding) Background information and performance circumstances Biography: Thomas Weelkes was probably born in Sussex in 1576. He died

More information

Bite-Sized Music Lessons

Bite-Sized Music Lessons Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were

More information

Sample Entrance Test for CR121 (BMus Degree)

Sample Entrance Test for CR121 (BMus Degree) Sample Entrance Test for CR121 (BMus Degree) A very exciting future awaits everybody who is or will be part of the Cork School of Music ss Entrance Test for CR121 (BMus Degree) [Course Code for the CAO

More information

Chapter 7. The New Practice. Sunday, October 21, 12

Chapter 7. The New Practice. Sunday, October 21, 12 Chapter 7 The New Practice Searching for the secrets of Ancient Greek Music difficult to recover music of classical antiquity ancient Greek musical notation was poorly understood debate on ancient Greek

More information

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Elementary Music - Grade Five

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Elementary Music - Grade Five Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 5.1 THE

More information

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music

More information

CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER 9...

CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER 9... Contents Acknowledgements...ii Preface... iii CHAPTER 1... 1 Clefs, pitches and note values... 1 CHAPTER 2... 8 Time signatures... 8 CHAPTER 3... 15 Grouping... 15 CHAPTER 4... 28 Keys and key signatures...

More information

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper

More information

Acknowledgements... ii Preface... iii CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER 6...

Acknowledgements... ii Preface... iii CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER 6... Contents Acknowledgements... ii Preface... iii CHAPTER 1... 1 Theory of music... 1 CHAPTER 2... 27 Harmony... 27 CHAPTER 3... 52 Non-chordal notes and ornaments... 52 CHAPTER 4... 68 Secondary dominants

More information

MARK SCHEME for the May/June 2008 question paper 0410 MUSIC

MARK SCHEME for the May/June 2008 question paper 0410 MUSIC UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education www.xtremepapers.com MARK SCHEME for the May/June 2008 question paper 0410 MUSIC 0410/01 Paper

More information

SING WE AND CHANT IT

SING WE AND CHANT IT SING WE AND CHANT IT STARTER ACTIVITY LISTENING TO A MADRIGAL Listen to a Madrigal Sing We and Chant It by the early English composer Thomas Morley (c.1557-1602) (pictured below) and answer the following

More information

Greenwich Music Objectives Grade 3 General Music

Greenwich Music Objectives Grade 3 General Music All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.

More information

MARK SCHEME for the May/June 2011 question paper for the guidance of teachers 0410 MUSIC

MARK SCHEME for the May/June 2011 question paper for the guidance of teachers 0410 MUSIC UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education www.xtremepapers.com MARK SCHEME for the May/June 2011 question paper for the guidance of teachers

More information

44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding)

44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding) 44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding) Background information and performance circumstances Biography Jerry Goldsmith was born in 1929. Goldsmith

More information

SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12

SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12 SAMPLE COURSE OUTLINE MUSIC WESTERN ART MUSIC ATAR YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely

More information

Lecture Notes - Music Owen J. Lee - day 9-1. Descent from the Cross (Raphael, 1507) - Renaissance

Lecture Notes - Music Owen J. Lee - day 9-1. Descent from the Cross (Raphael, 1507) - Renaissance Lecture Notes - Music 110 - Owen J. Lee - day 9-1 Descent from the Cross (Raphael, 1507) - Renaissance The Entombment of Christ (Caravaggio, 1603) - Baroque Lecture Notes - Music 110 - Owen J. Lee - day

More information

The Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks.

The Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks. Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements

More information

Apollo s Fire: opening night of L Orfeo at CIM (April 13)

Apollo s Fire: opening night of L Orfeo at CIM (April 13) Apollo s Fire: opening night of L Orfeo at CIM (April 13) by David Kulma Apollo s Fire s L Orfeo is, in short, spell-binding. You should drop everything and go to their final local performance in Bay Village

More information

Essentials Skills for Music 1 st Quarter

Essentials Skills for Music 1 st Quarter 1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I

More information

Grade Level Music Curriculum:

Grade Level Music Curriculum: Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party

More information

Brandenburg Concerto No. 5 Mvmt 3

Brandenburg Concerto No. 5 Mvmt 3 Brandenburg Concerto No. 5 Mvmt 3 Key words 1) Instrumentation and Sonority 2) Structure 3) Tonality 4) Harmony 5) Rhythm, Metre and Tempo 6) Melody 7) Texture At the top of your Bach Score write each

More information

Chapter 8. Vocal Music Sunday, October 21, 12

Chapter 8. Vocal Music Sunday, October 21, 12 Chapter 8 Vocal Music 16001650 Italy: The Madrigal throughcomposed setting of freely structured verse a cappella settings; and newer monodies for solo voice and basso continuo concertato madrigals any

More information

0410 MUSIC 0410/01 Paper 1 (Unprepared Listening), maximum raw mark 60

0410 MUSIC 0410/01 Paper 1 (Unprepared Listening), maximum raw mark 60 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2009 question paper for the guidance of teachers 0410 MUSIC 0410/01

More information

FACULTY OF PERFORMING ARTS. Higher. Understanding Music. Listening Package. Name. Understanding Music - Higher DMG:2017 RA 1

FACULTY OF PERFORMING ARTS. Higher. Understanding Music. Listening Package. Name. Understanding Music - Higher DMG:2017 RA 1 FACULTY OF PERFORMING ARTS Higher Understanding Music Listening Package Name Understanding Music - Higher DMG:2017 RA 1 HIGHER LISTENING In this booklet you will find a step by step guide to the listening

More information

Voice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms

Voice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms Year At a Glance ic Grade Level I FIRST SEMESTER TEXTBOOK: Essential Elements for Choir, Book I by E. Crocker & J. Leavitt. Hal Leonard Co. Milwaukee, WI. 3 Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks

More information

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators 29 Music CO-SG-FLD029-02 Program for Licensing Assessments for Colorado Educators Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright

More information

38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding)

38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding) 1 38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding) Background information and performance circumstances Biography Franz Schubert was born in 1797 in Vienna. He died in 1828

More information

27. G. Gabrieli In Ecclesiis (For Unit 6: Further Musical Understanding) Background Information and Performance Circumstances

27. G. Gabrieli In Ecclesiis (For Unit 6: Further Musical Understanding) Background Information and Performance Circumstances 27. G. Gabrieli In Ecclesiis (For Unit 6: Further Musical Understanding) Background Information and Performance Circumstances Giovanni Gabrieli was born in Venice in 1555 and died in 1612. He was one of

More information

Leaving Certificate 2013

Leaving Certificate 2013 Coimisiún na Scrúduithe Stáit State Examinations Commission Leaving Certificate 03 Marking Scheme Music Higher Level Note to teachers and students on the use of published marking schemes Marking schemes

More information

Any valid description of word painting as heard in the excerpt. Must link text with musical feature. e.g

Any valid description of word painting as heard in the excerpt. Must link text with musical feature. e.g LC Music 006 Marking Scheme Listening - Higher level - core A Movement / Tenor aria Tenor Flute; Cello; Organ + + 7 B X = Quaver rest. Y = Crotchet rest. Rests to be inserted on score. Perfect cadence

More information

MACHAKOS COUNTY KCSE TRIAL & PRACTICE EXAMINATION 2015

MACHAKOS COUNTY KCSE TRIAL & PRACTICE EXAMINATION 2015 NAME INDEX NO SCHOOL DATE SIGN. 511/3 MUSIC PAPER 3 JULY / AUG. 2015 2 ½ HRS MACHAKOS COUNTY KCSE TRIAL & PRACTICE EXAMINATION 2015 Kenya Certificate of Evaluation MUSIC PAPER 3 2 ½ HRS Instruction to

More information

S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) (for component 3: Appraising)

S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) (for component 3: Appraising) S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) (for component 3: Appraising) Background information and performance circumstances Stephen Schwartz is an American music theatre

More information

Basic Music Theory Resource Book and Worksheets, by Rodolfo Gonzalez, Ed. D., Basic Music Theory Resource Book And Worksheets PREVIEW

Basic Music Theory Resource Book and Worksheets, by Rodolfo Gonzalez, Ed. D., Basic Music Theory Resource Book And Worksheets PREVIEW Basic Music Theory Resource Book And Worksheets By Rodolfo Gonzalez, Ed. D. 2017 1 Table of Contents I. Basic Music Theory Resource Book 1. Staff p. 4 2. Treble Clef p. 4 3. Bass Clef p. 4 4. The Grand

More information

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

Grade Level 5-12 Subject Area: Vocal and Instrumental Music 1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short

More information

Sample Entrance Test for CR121 (BMus Degree)

Sample Entrance Test for CR121 (BMus Degree) Sample Entrance Test for CR121 (BMus Degree) A very exciting future awaits everybody who is or will be part of the Cork School of Music ss Entrance Test for CR121 (BMus Degree) [Course Code for the CAO

More information

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children

More information

Sample Entrance Test for CR121 (BMus Degree)

Sample Entrance Test for CR121 (BMus Degree) Sample Entrance Test for CR121 (BMus Degree) A very exciting future awaits everybody who is or will be part of the Cork School of Music ss Entrance Test for CR121 (BMus Degree) [Course Code for the CAO

More information

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke WHAT IS BARBERSHOP Life Changing Music By Denise Fly and Jane Schlinke DEFINITION Dictionary.com the singing of four-part harmony in barbershop style or the music sung in this style. specializing in the

More information

H Purcell: Music for a While (For component 3: Appraising)

H Purcell: Music for a While (For component 3: Appraising) H Purcell: Music for a While (For component 3: Appraising) Background information and performance circumstances Henry Purcell (1659 95) was an English Baroque composer and is widely regarded as being one

More information

The Baroque 1/4 ( ) Based on the writings of Anna Butterworth: Stylistic Harmony (OUP 1992)

The Baroque 1/4 ( ) Based on the writings of Anna Butterworth: Stylistic Harmony (OUP 1992) The Baroque 1/4 (1600 1750) Based on the writings of Anna Butterworth: Stylistic Harmony (OUP 1992) NB To understand the slides herein, you must play though all the sound examples to hear the principles

More information

Music Department Page!1

Music Department Page!1 Music Department Page!1 AH Understanding Music Listening Concepts Name Melody / Harmony Page!2 Words in this section describe what is happening in the melody or tune. The melody can be decorated in various

More information

The Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4

The Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4 An Introduction to The Keyboard Relevant KS3 Level descriptors; Level 3 You can. a. Perform simple parts rhythmically b. Improvise a repeated pattern. c. Recognise different musical elements. d. Make improvements

More information

13. Holborne Pavane The image of melancholy and Galliard Ecce quam bonum (For Unit 6: Further Musical Understanding)

13. Holborne Pavane The image of melancholy and Galliard Ecce quam bonum (For Unit 6: Further Musical Understanding) 13. Holborne Pavane The image of melancholy and Galliard Ecce quam bonum (For Unit 6: Further Musical Understanding) Introduction These two short pieces belong to the genre known as consort music, a popular

More information

Danville Public Schools Music Curriculum Preschool & Kindergarten

Danville Public Schools Music Curriculum Preschool & Kindergarten Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform

More information

2011 MUSICIANSHIP ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX. Part 1: Theory, Aural Recognition, and Musical Techniques

2011 MUSICIANSHIP ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX. Part 1: Theory, Aural Recognition, and Musical Techniques External Examination 2011 2011 MUSICIANSHIP FOR OFFICE USE ONLY SUPERVISOR CHECK ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX QUESTION BOOKLET 1 19 pages, 21 questions RE-MARKED Wednesday 16 November:

More information

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National Music (504) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES Profile: Music

More information

IES Vicente Aleixandre. Departamento de Música. Apuntes y actividades de Música. 1º E.S.O. Apéndice bilingüe INDEX

IES Vicente Aleixandre. Departamento de Música. Apuntes y actividades de Música. 1º E.S.O. Apéndice bilingüe INDEX IES Vicente Aleixandre. Departamento de Música Curso 2014-15 Apuntes y actividades de Música. 1º E.S.O. Apéndice bilingüe Alumno: Curso y grupo: INDEX Unit 1. Qualities of sound Unit 2. Writing music:

More information

Pavane and Galliard Anthony Holborne

Pavane and Galliard Anthony Holborne Pavane and Galliard Anthony Holborne Introduction These two short pieces belong to the genre known as consort music, a popular form of domestic music-making in Elizabethan England. The word consort itself

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will

More information

7:43 7:50 Development of theme A strings (sequence of A in low strings) with woodwind interjection

7:43 7:50 Development of theme A strings (sequence of A in low strings) with woodwind interjection LB-51: First Nights A. Allen, Fall 2006 Hector Berlioz, Symphonie fantastique Listening Guide Recordings refer to John Eliot Gardiner / Orchestre Révolutionnaire et Romantique (Gard.) and Roger Norrington

More information

AP Music Theory Assignment

AP Music Theory Assignment AP Music Theory Assignment First Week Quiz: On the first week of school in September, there will be a quiz on the topics listed on the following pages. Doing well on the quiz will require some summer review,

More information

Divisions on a Ground

Divisions on a Ground Divisions on a Ground Introductory Exercises in Improvisation for Two Players John Mortensen, DMA Based on The Division Viol by Christopher Simpson (1664) Introduction. The division viol was a peculiar

More information

35 - Monteverdi Ohimè, se tanto amate (for Unit 3: Developing Musical Understanding)

35 - Monteverdi Ohimè, se tanto amate (for Unit 3: Developing Musical Understanding) 35 - Monteverdi Ohimè, se tanto amate (for Unit 3: Developing Musical Understanding) Background information and performance circumstances Claudio Monteverdi Was born 1567 (Cremona, Italy) Died 1643 (Venice)

More information

AP Music Theory Syllabus CHS Fine Arts Department

AP Music Theory Syllabus CHS Fine Arts Department 1 AP Music Theory Syllabus CHS Fine Arts Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Karen Moore Email Address: KarenL.Moore@ccsd.us Phone Number:

More information

AP Music Theory Curriculum

AP Music Theory Curriculum AP Music Theory Curriculum Course Overview: The AP Theory Class is a continuation of the Fundamentals of Music Theory course and will be offered on a bi-yearly basis. Student s interested in enrolling

More information

The Elements of Music. A. Gabriele

The Elements of Music. A. Gabriele The Elements of Music A. Gabriele Rhythm Melody Harmony Texture Timbre Dynamics Form The 7 Elements Rhythm Rhythm represents the element of time in music. When you tap your foot, you are moving to the

More information

MUSIC: PAPER II. 2. All questions must be answered on the question paper. Do not answer any questions in an answer booklet.

MUSIC: PAPER II. 2. All questions must be answered on the question paper. Do not answer any questions in an answer booklet. NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2017 MUSIC: PAPER II EXAMINATION NUMBER Time: 1½ hours 50 marks PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY 1. This question paper consists of 8 pages

More information

Exam 2 MUS 101 (CSUDH) MUS4 (Chaffey) Dr. Mann Spring 2018 KEY

Exam 2 MUS 101 (CSUDH) MUS4 (Chaffey) Dr. Mann Spring 2018 KEY Provide the best possible answer to each question: Chapter 20: Voicing the Virgin: Cozzolani and Italian Baroque Sacred Music 1. Which of the following was a reason that a woman would join a convent during

More information

Musicianship Question booklet 1. Examination information

Musicianship Question booklet 1. Examination information 1 Question booklet 1 Part 1: Theory, aural recognition, and musical techniques Section 1 (Questions 1 to 18) 122 marks Section 2 (Questions 19 and 20) 18 marks Answer all questions in Part 1 Write your

More information

Western Classical Tradition. Music for voices: operas and songs

Western Classical Tradition. Music for voices: operas and songs Western Classical Tradition Music for voices: operas and songs Opera! An opera is a play set to music.! Like a play, it is acted and has scenery, costumes and characters, but the words are usually sung

More information

National Quali cations 2018

National Quali cations 2018 H FOR X750/76/0 OFFICIAL USE National Quali cations 208 Mark Music WEDNESDAY, 2 MAY :00 PM 2:00 PM *X750760* Fill in these boxes and read what is printed below. Full name of centre Town Forename(s) Surname

More information

Mark schemes should be applied positively. Students must be rewarded for what they have shown they can do rather than penalized for omissions.

Mark schemes should be applied positively. Students must be rewarded for what they have shown they can do rather than penalized for omissions. Marking Guidance General Guidance The mark scheme specifies the number of marks available for each question, and teachers should be prepared equally to offer zero marks or full marks as appropriate. In

More information

Grade 5 General Music

Grade 5 General Music Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing

More information